THE ANALYSIS OF CLAUSE RELATIONS IN SUZANNE
COLLINS’S NOVEL “MOCKINGJAY”
Thesis
Thesis Submitted to the Faculty of Adab and Humanities in Partial
Fulfillment of the Requirement to Obtain a Sarjana Degree in English
Literature
By:
ASRIANTO BASO
40300109013
ENGLISH AND LITERATURE DEPARTMENT
ADAB AND HUMANITIES FACULTY
ALAUDDIN STATE ISLAMIC UNIVERSITY
ii
PERNYATAAN KEASLIAN SKRIPSI
Dengan penuh kesadaran penyusun yang bertanda tangan di bawah ini
menyatakan bahwa skripsi ini benar adalah karya penyusun sendiri. Jika di
kemudian hari terbukti bahwa ia merupakan duplikat, tiruan, plagiat, atau dibuat
oleh orang lain, sebagian atau seluruhnya, maka skripsi ini dan gelar yang
diperoleh batal demi hukum.
Makassar, 17 April 2014
Penulis,
iii
iii
PENGESAHAN SKRIPSI
Skripsi yang berjudul, “The Analysis of Clause Relations” in Suzanne Collins’s novel “Mockingjay”, yang disusun oleh Asrianto Baso NIM: 40300109013, Mahasiswa Jurusan Bahasa dan Sastra Inggris pada Fakultas Adab dan Humaniora UIN Alauddin Makassar, telah diuji dan dipertahankan dalam sidang Munaqasyah yang di selenggarakan pada hari Senin, 22 April 2014, bertepatan dengan 22 Jumadil Akhir 1435 H., dinyatakan telah dapat diterima sebagai salah satu syarat untuk memperoleh gelar Sarjana Humaniora (S.Hum.) dalam Ilmu Adab dan Humaniora, Jurusan Bahasa dan Sastra Inggris (dengan beberapa perbaikan).
Makassar, 22 April 2014 M 22 Jumadil Akhir 1435 H
DEWAN PENGUJI
Ketua : Dr. H. Barsihannor, M.Ag. (………)
Sekertaris : Drs. Abu Haif, M.Hum. (………)
Munaqasy I : Sardian Maharani, S.Pd., M.Pd. (………)
Munaqasy II : Nasrum Marjuni, S.Pd., M.A. (………)
Pembimbing I : Serliah Nur, S.Pd., M.Hum., M.Ed. (………)
Pembimbing II : Nur Rachma Isnaini Hamka, S.Pd.I., M.Pd. (………)
Diketahui oleh:
Dekan Fakultas Adab dan Humaniora UIN Alauddin Makassar,
iv
APPROVAL SHEET
Name : Asrianto Baso
Reg.Number : 40300109013
Majority : English and Literature
Title : “The Analysis of Clause Relations” in Suzanne Collins’s novel “Mockingjay”
Makassar, March 26th 2014
The Researcher
Asrianto Baso NIM: 40300109013
Consultant I Consultant II
Serliah Nur, S.Pd., M.Hum., M.Ed Nur Rachma Isnaini Hamka, S.Pd.I., M.Pd. NIP: 19730905 200501 2 003 NIP:
Approved by
The Head of English and Literature Department
Dr. Abd.Muin, M.Hum. NIP: 19660102 199203 1 002
Acknowledged by
The Dean of Adab and Humanities Faculty of UIN Alauddin Makassar
v
v
PERSETUJUAN PEMBIMBING
Pembimbing penulisan skripsi Saudara Asrianto Baso, NIM:
40300109013, Mahasiswa Jurusan Bahasa dan Sastra Inggris pada Fakultas Adab
dan Humaniora UIN Alauddin Makassar, setelah dengan seksama meneliti dan
mengoreksi skripsi yang bersangkutan dengan judul “THE ANALYSIS OF
CLAUSE RELATION” IN SUZANNE COLLIN’S NOVEL
“MOCKINGJAY”, memandang bahwa skripsi tersebut telah memenuhi syarat ilmiah dan dapat disetujui untuk diajukan ke sidang munaqasyah.
Demikian persetujuan ini diberikan untuk proses selanjutnya.
Makassar, 17th April 2014
Pembimbing I Pembimbing II
Serliah Nur, S.Pd., M.Hum., M.Ed Nur Rachma Isnaini Hamka, S.Pd.I., M.Pd NIP: 19730905 200501 2 003 NIP:
vi
ACKNOWLEDGMENTS
In the name of Allah, the beneficent, the merciful. All praises be to
ALLAH for His mercy and blessing, who has given the health, knowledge and
strength to the researcher in completing this thesis as a particular instance of
which is that this research is now finally in our hands. Then, may ALLAH’s peace
and blessing be upon His final prophet and messenger, Muhammad, His family
and companions.
In writing and finishing this thesis, many people have provided their
motivation, advice, and even remark that helped the researcher. Therefore, the
researcher would like to express his appreciation to all of them.
The researcher’s special gratitude for his beloved parents, Alm Baso and Nursani, who have patiently given their moral values financial support, motivation and good advice for their children.
The researcher would like to express appreciation to his sisters, Patima Baso, SE and her husband Heriansyah, Nurkaya Baso, Nurhabiba Baso and Ayu Indah Sari Baso Also thanks to his aunt, Nurseha S.Pi and Suriani who persistently gives moral support along the researcher’s study, billion thanks to
them for all the things that they have given to the researcher.
vii
vii
Humanities Faculty, Prof. Dr. Mardan, M.Ag., and the Vice Dean, Dr. H. Barsihannor, M.Ag., H. M. Dahlan, M.Ag., the head of English and Literature Department, Dr. Abd. Muin, M.Hum., and the secretary of English and Literature Department, Serliah Nur, S.Pd., M.Hum., M.Ed., for their help, support, suggestion, precious time, and administrative support.
The researcher’s gratitude due to his consultants, Serliah Nur, S.Pd., M.Hum., M.Ed. as the first consultant and Nur Rachma Isnaini Hamka, S.Pd.I., M.Pd. as the second consultant for their persistently support, advise, constructive suggestions and precious time they have given during completion of
this research.
The researcher would like to thank to the lecturers for giving their
knowledge and enlightenment to the researcher during the academic years as well
as staff of UIN Alauddin Makassar for their helping and guidance along the
researcher’s study.
The deepest appreciation individually and collectively most profound
thanks to English Literature Students (BSI) Ag. 1, 2, 3and 4of 2009 class. In special to his colleagues: Febriansyah, Hardiman Awal, Burhan, Syamsir,
Aras Kurnia Dg Ngero, Ahyar, Muajis Muallim, Miskayanti, Rara, Ida, Ani, Nengsih, Inna, Anti, Mimi, Kikiand all his classmate that cannot mention one by one for your brotherhood, friendship, kindness and suggestion for long time
viii
The greatest thanks to all friends in KisSA (Komunitas Seni Adab) UIN Alauddin Makassar,andBohemian Community, for your brotherhood, support and advice, you are the best!
Finally, this thesis is still far from perfectness, the positive advice,
suggestion and critics for the completion of this thesis will be appreciated.
The researcher believes that Allah SWT blesses and guides us to the right
way of life. Amen
Makassar, March 26th 2014
x
CHAPTER III METHODOLOGY RESEARCH ... 21
A. Method of the Research ... 21
B. Source of Data ... 21
C. Instrument of Research... 21
D. Procedure of Data Collection... 22
E. Technique of Analyzing data ... 22
CHAPTER IV FINDINGS AND DISCUSSIONS ... 23
A. Findings ... 23
B. Discussions ... 32
CHAPTER V CONCLUSIONS AND SUGGESTIONS... 48
A. Conclusions... 48
B. Suggestions ... 49
BIBLIOGRPHY ... 50
xi
xi
LIST OF TABLES
xii
ABSTRACT
Name : Asrianto Baso Reg. Number : 40300109013
Title : “The Analysis of Clause Relations” in Suzanne Collins’s novel “Mockingjay”
Consultants : 1. Serliah Nur
2. Nur Rachma Isnaini
This thesis is aimed to (1) find out the types of conjunctions occur in the novel “MockingJay” by Suzanne Collins (2) analyze the types of clause relation formed by conjunctions used in the novel “MockingJay” by Suzanne Collins
The method used in this research is descriptive qualitative method. The data resource of this research was the novel “MockingJay” which was published in 2010. In collecting the data, the researcher used note taking as the instrument to get the data. The technique of data analysis in this study is McCharty’s Theory about Clause Relation
In this research, the researcher found types of conjunction 8 additive, 7 adversative, 8 causal and 3 temporal. Then, the researcher found clause relation formed by conjunction like cognitive relation (10 cause-consequence, 2 instrument-achievement, 6 temporal sequence), matching relation (5 contrast, 2 equivalence) and logical structure (1 problem statement)
1 CHAPTER 1
INTRODUCTION
A. Background
Language is a regulation (semiotic) which comes from elements sign
and relation between those elements. If a group of educated speakers are
asked to define the language they are using the reply will probably be all the
words and sentences to express our thought (Nababan, 1991: 10).
People use language to convey what they want to say with couple or
the other people. Thus, language cannot be separated from human life.
Discourse analysis as one of language studies which is concerned with
examining the language above the sentence (McCarthy, 1991: 5) divided
language into two main parts that are spoken discourse and written discourse.
Written discourse is different from spoken discourse. In written text,
people can think about what they want to say and how to say it before they
write it, while in natural spoken discourse, people usually talk spontaneously.
In discourse (spoken or written) units are related together to form higher
linguistic organization. Text, for example in prose, organizes group of clauses
into sentence, sentence into sections and sections into chapter. (Alim, 2007:1)
says that every unit which is called in written discourse as segments should
be related to one another coherently to make the readers easier to interpret the
To relate each segment in the text coherently, cohesive devices have
important roles. They express the continuity that exists between one part of
the text and another. One of cohesive devices is conjunction. Conjunction is
different from another kinds of cohesive devices (referent and substitution),
conjunction presuppose a textual sequence and signals a relationship between
segments of the discourse. (Halliday and Hasan, 1984: 226)
Clause relations often have conjunctions which act as a clue for the
readers to recognize the kinds of clause relation in the texts. Different types
of conjunctions, when used linking two clauses/ sentence, could form
different types of clause relations. (Alim, 2007: 1).
In this analysis, the writer took ‘Mocking Jay’, a novel by Suzanne
Collins. Suzanne Collins was born on August 10, 1962 in Hartford,
Connecticut. She is an American, her jobs are television writer and novelist.
She is the best author of the New York Times, bestselling series of The
Underland Chronicles and The Hunger Games trilogy (which consists of The
Hunger Games, Catching Fire, and Mockingjay). Her novel Mockingjay was
published on August 24, 2010. It mostly tells about betrayal and violence
against people, severe poverty, starvation, oppression, and the effects of war.
Mockingjay was partly inspired by the Greek myth of Theseus and the
Minotaur.
Considering those explanations above, the writer is interested in
analyzing clause relation in prose that is found in “Mockingjay”. This kind of
3
this literary genre easy to find and also easy to be analyzed. However, the
readers should understand first what the author is trying to say. Thus, the
readers need to know what kinds of relations between clauses in the texts to
help them interpret the message and make a sense of what the author is
saying.
B. Problem Statement
Based on the explanation above the research questions in this thesis
are as follows:
1. What types of conjunctions occur in the novel “MockingJay” by Suzanne
Collins?
2. What types of clause relations formed by the conjunction used in the
novel “MockingJay” by Suzanne Collins?
C. Objective of Study
Based on the research question above, the writer would like to:
1. Find out the type of conjunctions occur in the novel “MockingJay” by
Suzanne Collins.
2. Analyze the type of clause relation formed by conjunctions used in the
novel “MockingJay” by Suzanne Collins.
D. Significance of study
This study is hopefully can give information about the use of
conjunction in the texts and clause relational approach as one alternative of
the text analysis. The writer hopes that this study will give a contribution to
E. Scope of Research
Based on the explanation above, the writer limited the clause relation
analysis in the novel “MockingJay” by Suzanne Collins. In this case, the
writer analyzed the types of conjunctions occur in the texts such as additive,
adversative, causal and temporal. And then the writer focuses on identifying
the types of clause relations formed by the use of conjunctions such as
cognitive relation (cause-consequence, instrument-achievement and temporal
sequence), matching relation (contrast and equivalence), and logical structure
5 CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter provides some items which have relation with the title of this
thesis like previous study, discourse analysis, conjunction, and clause relation.
A. Previous Study
After searching some researches, the writer has found some previous
studies and tried to compare with theirs. All of the previous studies here have
similarity with this thesis as follow:
1. Gusmiadirrahman (1997) in his thesis “A Clause Relational Analysis of
John Keats’s Selected Poems”. The research of this thesis focused on
John Keats’s selected poems Ode on Indolence and Ode to Psyche.
However the writer found the difference with what the writer is going to
be analyzed. Gusmiadirrahman’s thesis explains all kinds of cohesive
devices, which give signal to the occurrence of clause relation.
2. Alim (2007) in her thesis “The Analysis of Clause Relations in ‘Hard
Times’ A Novel by Charles Dickens”. She found that clause relation
formed by the conjunction which was used by Charles Dickens in his
novel. She used one of cohesive devices conjunction to analayze clause
relation.
The similarity of this thesis with previous studies above is talking
about clause relation. The first research analyzed all kinds of cohesive
Then, the different source of data between the previous studies above and
this research lied on the object
B. Discourse and Discourse Analysis
According to Cook (1989: 1) Discourse is a language in use, for
communication and is felt to be coherent. It can be anything from a grunt or a
single expletive, through short conversation and scribbled notes, memo,
novel, or a lengthy legal case. Discourse analysis examines how stretches of
language considered to be meaningful and unified for their users. Cook
(1989: 50) divided discourse into two types namely spoken discourse and
written discourse.
1. Spoken discourse is often considered to be less planned and orderly more
open to intervention by the receiver. There are some kinds of spoken
discourse consisting of lesson, lecture, interviews, etc.
2. Written discourse is non-reciprocal discourse, sender and receiver may
have no opportunity for discourse is commonly edited, revised and
generally polished before being exposed to a reader.
Crystal (1992: 25) states that discourse is a continuous stretch of
(especially spoken) language larger than a sentence, often constituting a
coherent unit such as a sermon, argument, joke, or narrative.
Linda and Rolf (2000: 20) state discourse analysis is not only about
method; it is also a perspective on the nature of language and its relationship
to the central issues of the social sciences. More specifically, we see
7
approaches that entail not only practices of data collection and analysis, but
also a set of met theoretical and theoretical assumptions and a body of
research claims and studies.
According to Stubb (1989: 1) Discourse analysis refers to attempt to
study the organization of language above the sentence or above the clause and
therefore to study larger linguistic unit, such as conversational exchanges on
the written text. It follows that discourse analysis is also concerned with
language in use in social context and particular with interaction or dialogue
between speakers.
According to J. P. Gee (2005: 94) discourse analysis is one way to
engage in very important human task. The task is this: to think more deeply
about the meanings we give people words so as to make ourselves better,
more humane people and the world a better, more human place.
Based on definition above about discourse and discourse analysis, the
writer states that discourse is the way to use language for interaction to find
meaning to be coherent. Discourse analysis is a study of language by
examining stretches language above clause or sentence.
C. Conjunctions
A conjunction is particular type of words which function to connect
one word with others or one clause with others. The conjunction is a member
of a small class that has no characteristic form, it is chiefly as nonmovablle
structure words that can extend a sentence. A conjunction cannot take any
There are a number of linguists who have paid attention to this type of word.
Here some definitions of conjunction given by linguists:
1. “A conjunction is a connecting word that joins words or groups of words
in a sentence” (Neuburger, 1986: 188).
2. “A conjunction is a word that links one part of a sentence to another. It
can join words, phrases, or entire sentences”(Cramer, 1984: 88).
3. “A conjunction is joins two or more words or clauses to each other.
Conjunctions are sometimes called joining words”(Hardie, 1994: 8).
A conjunction does not set off a search backward or forward for its
referent, but it does presuppose a textual sequence, and signals a relationship
between segments of the discourse (McCarthy, 1991: 46)
Yet another type of normal relation between sentences and perhaps
the most apparent-is provided by those words and phrases which explicitly
draw attention to the type of relationship which exist between one sentence or
clause and another. These are conjunctions. These words may simply add
more information to what has already been said (and, furthermore, add, to
that) or elaborate exemplify it (for instance, thus, in other words). They may
contrast new information with old information, or put another side to the
argument (or, on the other hand, however, conversely). They may relate new
information to what has already been given in terms of causes (so,
consequently, because, for this reason) or in time (formerly, then, in the end,
next) or they may indicate a new departure or a summary (by the way, well,
9
A conjunction is rather different in nature from the other cohesive
relation, from both reference, on the one hand, and substitution and ellipsis on
the other. It is not simply anaphoric relation.
Most of all definitions of conjunction presented above are same.
Based on these statements, the writer concludes that the function of
conjunction is to join or connect words and phrases or clauses in a sentence.
In this research, the writer tries to give more specific classification of
conjunction by focusing on the type conjunction.
Conjunctive elements are cohesive not in themselves but indirectly by
virtue of their specific meanings; they are not primarily devices for reaching
out into the preceding (or following) text, but they express certain meanings
which presuppose the presence of the other components in the discourse.
According to Halliday and Hasan (1984: 238-261), conjunction can be
devided into four types, that is, additive, adversative, causal and temporal:
1. Additive
Additive conjunction show a succession of two independent
element the second of which happens to be tied on the first. In addition, to
set as if it were additional information or an afterthought such as: and,
furthermore, beside for instance, by contrast, etc.
For example:
“My client says he does not know this witness. Further, he denies ever
The word furthershows that sentence 2 is additional information in
order to explain the information of sentence 1.
Here is a summary of the conjunctive relations of the ‘additive’
type,with examples of each:
a. Simple additive relations (external and internal)
Additive : and; and also, and...too
Negative : nor; and...not, not...either, neither
Alternative : or; or else
b. Complex additive relations (internal): emphatic
Additive : further(more), moreover, additionally,
besides that, add to this, in addition, and
another thing
Alternative : alternatively
c. Complex additive relations (internal):de-emphatic
Afterthought : incidentally, by the way
d. Comparative relations (internal)
Similar : likewise, similarly, in the same way, in
(just) this way
Dissimilar : on the other hand, by contrast, conversely
e. Appositive relations (internal)
Expository : that is, I mean, in other words, to put it
another way
11
2. Adversative
The basic meaning of adversative relation is contrary to
expectation it draws a contrast between a new sentence and the previous
one, such as: but, yet, however, on the other hand, etc.
For example:
“She failed. However, she’s tried her best”.
The word however shows a contrastive relation between clause 1
and clause 2. It contrast to alternative phenomena
Summary of conjunctive relations of the adversative type:
a. Adversative relations ‘proper’(‘in spite of’) (external and internal)
Simple : yet; though; only
Containing ‘and’ : but
Emphatic : however, nevertheless, despite this, all the same
b. Contrastive relations (‘as against’) (external)
Simple : but, and
Emphatic : however, on the other hand, at the same
time, as against that
c. Contrastive relations (‘as against’) (internal)
Avowal : in fact, as a matter of fact, to tell the truth,
actually, in point of fact
d. Corrective relation (‘not . . . but’) (internal)
Correction of meaning : instead, rather, on the contrary,
e. Dismissive (generalized adversative) relations (‘no matter..., still’)
(external and internal)
Dismissal, closed : in any/either case/event, any/either
way, whichever . . .
Dismissal, open-ended : anyhow, at any rate, in any case,
however that may be
3. Causal
Causal conjunction makes a causal link between two sentences
such as: therefore, so, as a result, hense, etc.
For example ;
“You aren’t leaving are you? Because I’ve got something to say to you”.
The word becauseis used to make causal link between sentence 1
and 2, where sentence 2 is the reason for what was just said in sentence 1.
Here is a summary of relations of the causal type
a. Causal relations , general (‘because . . ., so’) (external and internal)
Simple : so, thus, hence, therefore
Emphatic : consequently, accordingly, because, of this
b. Causal relations, specific
Reason : (mainly external) for this reason, on
account of this
(internal) it follows (from this), on this basis
Result : (mainly external) as a result (of this), in
13
(internal) arising out of this
Purpose : (mainly external) for this purpose, with this
in mind/view, with this intention
(internal) to this end
c. Reversed causal relations, general
Simple : for; because
d. Conditional relation (‘íf . . ., then’) (external and internal)
Simple : then
Emphatic : in that case, that being the case, in such an
event, under those circumstance
Generalized : under the circumstances
Reversed polarity : otherwise, under the circumstances
e. Respective relations (‘with respect to’) (internal)
Direct : in this respect/connection, with regard to
This; here
Reversed polarity : otherwise, in other respects; aside/apart
from this
4. Temporal
Temporal conjunction is conjunctive relation that makes a time link
between clauses or sentences.
Example:’
‘Ticket, please!’said the guard, putting his head in at the window. In a
The phrase ina moment used to make time link between sentence
1 and 2. There are two activities showed by the sentences, activity in
sentence 1 held first and followed by activity in sentence 2.
The following is a summary of the conjunctive relation of the
temporal type:
a. Simple temporal relations (external)
Sequential : (and) then, next, afterwards, after that,
subsequently
Simultaneous : (just) then, at the same time,
simultaneously
Preceding : earlier, before then/that, previously
Complex temporal relations (external)
Immediate : at once, thereupon, on which; just before
Interrupted : soon, presently, later, after a time; some
time earlier, formerly
Repetitive : next time, on another occasion; this time
on this occasion
Specific : next days, five minutes later, five minutes
earlier
Durative : meanwhile, all this time
Terminal : by this time; up till that time, until then
Punctiliar : next moment; at this point/moment; the
15
b. Conclusive relations (external)
Simple : finally, at last, in the end, eventually
Sequential and conclusive relations (external): correlative forms
Sequential : first. . . then, first. . . next, first. . . second. .
Conclusive : at first. . . finally, at first. . . in the end
c. Temporal relations (internal)
Sequential : then, next, secondly . . .
Conclusive : finally, as a final point, in conclusion
Temporal relations (internal) : correlative forms
Sequential : first...next, first...then, first...secondly...;
in the first place...; to begin with...
Conclusive : ...finally; ...to conclude with
d. ‘Here and now’ relations (internal)
Past : up to now, up to this point, hitherto,
Heretofore
Present : at this point, here
Future : from now on, henceforward
e. Summary relations (internal)
Culminative : to sum up, in short, briefly
Resumptive : to resume, to get back to the point, anyway
{All example for conjunction are taken fromHalliday and Hasan(1984)}
In order to make a classification of conjunctive relations, Halliday and Hasan
17
D. Clause Relation
The definition of clauses in general is given by Swam (1988: 16) state a
clause is a part of the sentence which contains a subject and a verb, usually
joined the rest of the sentences by a conjunction.
A clause relation is the cognitive process whereby we interpret the
meaning of a sentence or a group of sentences in the light of its adjoining
sentence or group of sentences.(Hoey, 1983:18).
According to Hoey (1983:18), definition about clause relation is full
of implications. The first implication is that a relation is concerned with
meaning. Thus, uninterpreted grammatical cohesion is not a relation. The
second implication is that a relation involves in the addition of something;
when two pieces of language are placed together, if their meaning together is
more than the sum of total of their separate parts, then they are in a relation
with each other. If it is not, then they are not in a relation with each other.
The third implication is that a sentence in isolation is interpretable in
discourse term only when placed in its context. And the fourth implication is
that clause relations are acts of interpretation by the readers/ the listeners of
what they encounter, in the light of what has already been encountered.
Based on the implications above, Hoey, then, adapted Winter’s
definition to allow for this:
Furthermore, Hoey in his book explains that relations have typical
grammatical representation but these is no one-to-one correspondence
between relation and representation. This insight is important and its focuses
on two facts about clause relation that need to be kept in mind. First, a
relation is not identified by intuition alone nor is it an adequate description of
passage simply to note clauses are related; a relation is linguistically signaled
in any given case. Secondly, a relation is not simply a label for a set of
signals; it can be identified only by examining the content of the clauses and
their context Hoey (1983: 22)
Based on McCarthy’s theory, clause relation is the approach to text
analysis that emphasizes the interpretive acts involved in relating textual
segments one to the other through relationship. It stress that the units in
written discourse, wore best seen as functional segments (of anything from
phrasal to paragraph length) which could be related to one another.
McCarthy, (1991: 155) also divided clause relation into three types a finite set
of cognitive relation, Matching relation, and Logical structure:
1. A finite set of cognitive relations has three parts, such as
a. Cause –consequent
For example:
“I didn’t remember mother because she died of consumption something
when I was three and my sister six”.
Two clauses above show the cause-consequent relation. Main
19
b. Instrument-achievement
For example:
“Grandpa had called out the wrong time, making the man think they
had more time than they did, just so they wouldn’t give up hope”
The segments above show the instrument-achievement relation.
Sentence 1 as instrument and sentence 2 and 3 as achievement
c. Temporal sequence
For example:
“Me and Summer sat on the edge of the bed, quiet for a minute: then we
started hanging up our clothes on the rod in the corner”.
Two sentences above show the temporal sequencerelation. There
are two action showed by the sentences, sentence 1 is the first action and
then followed by second action
2. Matching relations has two parts, such as:
a. Contrast
For example:
“Summer’s voice was high and clear like a bell, while mine was low
and mellow like a clarinet”.
The sentences above showed contrast
b. Equivalence
“Treating people as responsible citizens brings out the best in them; they
behave as such. In the same way if you treat them as criminals they will
soon begin to act like criminal.
Two sentences above showing equivalence relation.
3. Logical structure, for example:
Problem solution
For example:
“Most people like to take a camera with then when they travel
abroad. But all airports nowadays have X-ray security screening and
X-rays can damage film. One solution to this problem is to purchase a
specially designed lead-lined pouch. These are cheap and can protect
film from all but the strongest X-rays”.
Sentence 1 presents us with situation sentence with some sort of
problem and sentence 3 describes solution for the problem. (McCarthy
21 CHAPTER III
METHODOLOGY RESEARCH
In completing this writing as a scientific work, the writer used method
which is suitable for the research object. The method which is used should follow
the rules of writing. In relation to the methodology of this research, the writer will
do the following steps.
A. Method of the Research
The writer used descriptive qualitative method to describe the fact of
data about clause relation that the writer has already collected. According to
Conlin (1998: 55-61) descriptive method was helpful for the reader to
visualize the object easily, which the writer chooses to develop the
description.
B. Source of Data
The writer takes the novel ‘Mockingjay’ by Suzanne Collins that has 27
chapters and 390 pages. Then the writer only focused on chapter 4 as data to
be analyzed. This chapter is chosen because the writer find conjunctions and
clause relations which are more various than other chapters of ’Mockingjay’.
C. Instrument of Research
In conducting the research, the writer used note taking as the
instrument. Note taking is the most frequent type of technique used by writer.
So during the research, the writer used this technique to take and write down
According to nazir (1988: 124-125) note taking is a system for
recording information which requires the writer to used cards.
D. Procedure of Data Collection
The writer did a number of ways in collecting and analysing the
data. They are:
1. The writer read the novel “Mockingjay” by Suzanne Collins, and the
writer only focuses on chapter 4 and observe the relation among the
utterances in the novel.
2. The writer made some cards to write down the data, which contains
clause relation in the novel.
3. After that, the writer identified the types of conjunction and clause
relations formed by conjunctions used in the text.
4. Finally, the writer classified the data that have been identified into
some cards including put the pages and paragraphs.
E. Technique of Analyzing Data
In analysing the data, the writer used Halliday and Hasan theory to
analyze and McCharty’s theory to identify clause relation in the novel
“MockingJay” by Suzanne Collins. Then the writer focussed on
analyzing the types of clause relation formed by conjunction used in the
23 CHAPTER IV
FINDINGS AND DISCUSSION
In this chapter consisted of findings and discussions that show the result of
the research. The writer would like to present what have been found from Suzanne
Collins’s novel “Mockingjay”
A. Findings
In this research the writer presented the data analysis based on the types
of clause relation in the Suzanne Collins’s novel “Mockingjay”. The first, to find
the types of conjunction and the second, to analyse the types of clause relation
formed by conjunction. According to McCharty, clause relation divided three
types a finite set of cognitive relation, Matching relation, and Logical structure.
To understand the data collection, the writer presented explanation that C is
chapter, Pis page and Dis datum, Addis additive, Advis adversative, C is cause
and Tis temporal.
Table 2: types of conjunction and clause relation formed by conjunction
NO DATA
1 On seeing me, Flavius and
Octavia shrink back
against the tiled walls like
they’re anticipating an
attack, even though I have
never hurt them. Unkind
thoughts were my worst
√ Matching relation
offense against them, and
those I kept to myself, so
why do they recoil?
(C-4/P-47/D-01)
2 On seeing me, Flavius and
Octavia shrink back against
the tiled walls like they’re
anticipating an attack, even
though I have never hurt
4 ‘’Cinna requested this?’’ I
25
confirms it. Plutarch turns
to the guard, who’s just
appeared in the doorway
with Gale right behind him.
’’I was only told they were
Octavia sneaked me a roll
under the table because
√ Cognitive relation
she couldn’t bear my
‘’Octavia sneaked me a roll
27
walking. Gale, Plutarch,
and I have to help them.
Flavius’s foot catches on a
metal grate over a
into the hospital, but she’s
viewed as more of a nurse
than a doctor, despite her
lifetime of healing. Still, no
12 Gale sits next to me and
14 ... After Vania’s story, the
bread sticks in my throat,
sleeve, revealing his
schedule. “I’ve got training
next.”
(C-4/P-51/D-14)
√ Cognitive relation
29
15 I tug up my sleeve and
hold my arm next to his.
“Me, too.” I remember that
training equals hunting
now.(C-4/P-51/D-15)
immersion into greenery
and sunlight will surely
help me sort out my
thoughts. Once off the
main corridors, Gale and I
race like schoolchildren for
the armory, and by the time
we arrive, I’m breathless
fence has been obscured. In
18 ... We take off our shoes.
Mine don’t fit right
anyway, since in the spirit
of waste-not-want-not that
rules 13, I was issued a pair
someone had outgrown.
Apparently, one of us
words to communicate,
because here in the woods
we move as two parts of
one being. Anticipating
each other’s movements,
watching each other’s
31
unsteadily. “Fine”. Neither
of us talks on the way
back, but once we’re
inside the gate, I think of
something else. “During
the Quarter Quell, Octavia
afternoon sunlight plays
on my face. The next thing
24 ... His fingers move rapidly,
automatically tying and
to get his attention.
podium at the front of the
room. Coin, who is
26 The president allows a few
moment of unrest, and
then continues in her
brisk fashion. Only now
the words coming out of her
mouth are news to me...
(C-4/P-57/D-26)
√ Cognitive relation
(temporal sequence)
B. Discussion
In this part, the researcher discussed the data analysis that had been found
in “Mockingjay” by Suzanne Collins. As the result, based on the 26 data, the
researcher found types of conjunction like 8 additive, 7 adversative, 8 causal
and 3 temporal. While types of clause relation formed by conjunction the
instrument-33
achievement, 6 temporal sequence), matching relation (5 contrast, 2
equivalence) and logical structure (1 problem solution)
1. Types of conjunction occurred in “Mockingjay” by Suzanne Collins
a. Additive
1) The guard’s ordering me out, but by the shuffling that follows, I know
Gale has somehow detained him. For answers, I cross to Vania, who
was always the strongest. I crouch down and take her icy hands,
which clutch mine like vises. (C-4/ P-47/ D-03).
2) ‘’I honestly don’t know.’’ There’s something in his voice that
makes me believe him, and the pallor on Fulvia’s face confirms it.
Plutarch turns to the guard, who’s just appeared in the doorway with
Gale right behind him. ’’I was only told they were being confined.
Why are they being punished?’’(C-4/P-48/D-05)
3) Octavia begins to sob, muffling the sound in her ragged tunic. I think
of how, the first time I survived the arena, ‘’Octavia sneaked me a roll
under the table because she couldn’t bear my hunger. I crawl across
to her shaking form. ’’Octavia?’’ I touch her and she flinches.
’’Óctavia? It’s going to be all right. I’II get you out of here, okay?’’
(C-4/P-48/D-08)
4) The guard leaves to make a call. He returns with a set of keys. The
preps have been forced into cramped body positions for so long that
even once the shackles are removed, they have trouble walking. Gale,
grate over a circular opening in the floor, and my stomach
contracts when I think of way a room would need a drain. The
stains of human misery that must have been hosed off these white
tiles…(C-4/P-49/D-10)
5) Gale sits next to me and puts an arm around my shoulder. “She’ll
fix them up.” I give a nod, wondering if he’s thinking about his own
brutal flogging back in 12. (C-4/P-50/D-12)
6) I tug up my sleeve and hold my arm next to his. “Me, too.” I
remember that training equals hunting now. (C-4/P-51/D-15)
7) I ignore his offer of a hand up and get to my feet usteadily. “Fine.”
Neither of us talks on the way back, but once we’re inside the gate, I
think of something else…(C-4/P-54/D-21)
8) Annie. Oh-oh. Totally forgot her. “Don’t worry, I took care of it.”
I give Finnick’s hand a squeeze and head straight for the podium
at the front of the room. Coin, who is glancing over her statement,
raises her eyebrows at me. “I need you to add Annie Cresta to the
immunity list, “I tell her. (C-4/P-56/D-25)
The statement above it explains about conjunction “and”. “And” is
additive conjunction, which is classified into simple additive. It contains
one word and it is used to link one sentence to another.
b. Adversative
1) On seeing me, Flavius and Octavia shrink back against the tiled
35
hurt them. Unkind thoughts were my worst offense against them, and
those I kept to myself, so why do they recoil?(C-4/P-47/D-01)
The statement above it shows conjunction “thought”. “Though” is
identified as simple adversative conjunction. This conjunction only
consists of one word and it is used to draw a contrast between new
sentence and the previous one
2) I can’t get Octavia to uncover her face, but she lefts it slightly. The
shackles on her wrists shift down a few inches, revealing raw sores
beneath them. “I’m bringing you to my mother. “ I address the
guard. ”unchain them… (C-4/P-49/D-09)
3) My mother was welcome into the hospital, but she’s viewed as
more of a nurse than a doctor, despite her lifetime of healing. Still,
no one interferes when she guides the trio into an examination room to
assess their injuries. . . (C-4/P-49/D-11)
4) Plutarch and Fulvia take the bench across from us but don’t offer
any comments on the state of my prep team. If they had no
knowledge of the mistreatment, then what do they make of this move
on President Coin’s part? I decide to help them out. (C-4/P-50/D-13)
5) I open my eyes to see if he’s joking, but he’s frowning down at the
rabbit he’s skinning.“Why shouldn’t I?”(C-4/P-53/D-20)
6) I ignore his offer of a hand up and get to my feet unsteadily. “Fine”.
Neither of us talks on the way back, but once we’re inside the
and Flavius had to quit because they couldn’t stop crying over me
going back in. . . (C-4/P-54/D-22)
The statement above it shows conjunction “”but”. “But” is adversative
conjunction, which is identified as simple contrastive adversative
conjunction. It contains one word and it is used to draw a contrast
between the first sentence and the second sentence.
7) My eagerness to escape into the woods, if only for two hours,
overrides my current concerns. An immersion into greenery and
sunlight will surely help me sort out my thoughts. Once off the
main corridors, Gale and I race like schoolchildren for the armory, and
by the time we arrive, I’m breathless and dizzy…(C-4/P-51/D-16)
The statement above it shows conjunction “only”. “Only” is adversative
conjunction, which identified as simple adversative relation.
c. Causal
1) On seeing me, Flavius and Octavia shrink back against the tiled walls
like they’re anticipating an attack, even though I have never hurt
them.Unkind thoughts were my worst offense against them, and
those I kept to myself, so why do they recoil? (C-4/P-47/D-02)
2) . . . After Vania’s story, the bread sticks in my throat, so I slide the
rest of it onto Gale’s tray. Neither of us speaks much during lunch,
but when our bowls are clean, Gale pulls up his sleeve, revealing his
37
3) . . . We move through the woods until the view of the fence has been
obscured. In a small clearing, we pause and drop back out heads to
bask in the sunlight. I turn in a circle, my arms extended at my
sides, revolving slowly so as not to set the world spinning.
(C-4/P-52/D-17)
4) . . . His fingers move rapidly, automatically tying and unravelling
various knots as he gazes about. Probably part of his therapy.I cross
to him and say, “Hey, Finnick.” He doesn’t seem to notice, so I
nudge him to get his attention. “Finnick! How are you doing?”
(C-4/P-56/D-24).
The statement above it shows conjunction “so”. “So” is causal
conjunction, which is identified into simple causal conjunction. It is named
“so” because it contains one simple word and it is used to makes a causal
link between two sentences.
5) ‘’Cinna requested this?’’ I snarl at him. Because if there’s one
thing I know, it’s that Cinna would never have approved the
abuse of these three, who he managed with gentleness and patience.
’’Why are they being treated like criminals?’’(C-4/P-48/D-04)
6) Octavia begins to sob, muffling the sound in her ragged tunic. I think
of how, the first time I survived the arena, Octavia sneaked me a
roll under the table because she couldn’t bear my hunger. I crawl
7) . . . We take off our shoes. Mine don’t fit right anyway, since in the
spirit of waste-not-want-not that rules 13, I was issued a pair someone
had outgrown. Apparently, one of us walks funny, because they’re
broken in all wrong. (C-4/P-52/D-18)
8) We hunt, like in the old days. Silent, needing no words to
communicate, because here in the woods we move as two parts of
one being. Anticipating each other’s movements, watching each
other’s backs. . . (C-4/P-53/D-19)
The statement above it shows conjunction “because”. “Because” is causal
conjunction, which classified into simple reverse causal conjunction. It
contains one word and it is called reverse because the effect is placed
before the cause
d. Temporal
1) ‘’For stealing food. We had to restrain them after an altercation
over some bread,’’says the guard. (C-4/P-48/D-06)
“After” is identified as temporal conjunction, which classified into simple
preceding temporal conjunction. The preceding means that this
conjunction is used to show the activity which happened in the previous
time.
2) …I stretch out on my bed, and a shaft of afternoon sunlight plays
on my face. The next thing I know, my sister is waking me for
39
“Next” is temporal conjunction, which is classified into simple sequential
temporal relation. This conjunction only consists of one word and it
shows the link of sequence in time of the both sentence.
3) The president allows allows a few moment of unrest, and then
continues in her brisk fashion. Only now the words coming out of
her mouth are news to me. . . (C-4/P-57/D-26)
“And then” is temporal conjunction, which is classified into simple
sequential temporal relation. This conjunction consists of two words and
it shows the link of sequence in the time of the first sentence and the
second.
2. Clause relation formed by conjunction used in “Mockingjay” by
Suzanne Collins
a. Cognitive relation
1) Cause-consequence
In datum 02, shows that in this statement Unkind thoughts
were my worst offense against them, and those I kept to myself,
so why do they recoil?. Clause relation created by the use of
simple additive conjunction “so” is cognitive relation, which is
classified into cause-consequence relation. The cause is “unkind
thoughts were my worst offense against them, and those I kept to
myself” and the consequence is “why do they recoil?
In datum 04, in this statement ‘’Cinna requested this?’’ I
would never have approved the abuse of these three. In terms of
clause relation, the occurrence of “because” creates cognitive
relation which classified into cause-consequence. The cause is “I
know, it’s that Cinna would never have approved….” And the
consequence is “I snarl at him”
In datum 07, In this statement I think of how, the first
time I survived the arena, Octavia sneaked me a roll under the
table because she couldn’t bear my hunger. In terms of clause
relation, the occurrence of ‘because’ creates cognitive relation
which classified into cause-consequence. She couldn’t bear my
hunger is the cause and Octavia sneaked me a roll under the table
is the consequence.
In datum 08, shows that this statement I crawl across to
her shaking form. ’’Octavia?’’ I touch her and she flinches.
Clause relation created by the use of simple additive conjunction
‘and’ is cause-consequence which in the part of cognitive relation.
It is explain that the cause is “I touch her”, the consequence is “she
flinches”
Datum 10, in this statement Flavius’s foot catches on a
metal grate over a circular opening in the floor, and my stomach
contracts when I think of way a room would need a drain. Clause
relation created by the use of simple additive conjunction “and” is
41
cause is “Flavius’s foot catches on a metal grate over a circular
opening in the floor” and the consequence is “my stomach
contracts….”
Datum 14, in this statementAfter Vania’s story, the bread
sticks in my throat, so I slide the rest of it onto Gale’s tray. The
type of clause relation formed by the use of ‘so’ is cognitive
relation, which is classified into cause-consequence relation. The
cause is “the bread sticks in my throat” and the consequence is
“slide the rest of it onto Gale’s tray.”
Datum 17, in this statement I turn in a circle, my arms
extended at my sides, revolving slowly so as not to set the world
spinning. The type of clause relation formed by the use of “so” is
cognitive relation, which is classified into cause-consequence
relation. The cause is “arms extended at sides, revolving slowly”
and the consequence is “as not to set the world spinning”.
Datum 18, in the statement Apparently, one of us walks
funny, because they’re broken in all wrong. In terms of clause
relation, the occurrence of “because” creates cognitive relation
which classified into cause-consequence. The relation creates
meaning the cause are “the shoes broken to make we walk funny.”
Datum 24, in this statement I cross to him and say, “Hey,
Finnick.” He doesn’t seem to notice, so I nudge him to get his
relation formed by the use of “so” is cognitive relation, which is
classified into cause-consequence relation. The cause is “I call him
but without notice until I nudge him to get his attention.”
Datum 25, in this statement Annie. Oh-oh. Totally forgot
her. “Don’t worry, I took care of it.” I give Finnick’s hand a
squeeze and head straight for the podium at the front of the
room. Clause relation created by the use of simple additive
conjunction “and” is cause-consequence which in the part of
cognitive relation. The cause is “I give Finnick’s hand a squeeze”
and the consequence is “I head straight for the podium at the front
of”.
2) Instrument-achivement
Datum 16, in this statement My eagerness to escape into
the woods, if only for two hours, overrides my current concerns.
An immersion into greenery and sunlight will surely help me sort
out my thoughts. In terms of clause relation, the occurrence of
“Only” creates cognitive relation which classified into
instrument-achievement. The instrument is “escape in the woods” and the
achievement is “overrides my current concerns and sort out my
thoughts”.
Datum 19, in this satement, We hunt, like in the old days.
Silent, needing no words to communicate, because here in the
43
by the use of simple reverse causal conjunction “because” is
instrument-achievement which in the part of cognitive relation. The
instrument is “hunt like in the old day without communicate” and
the achievement is “in the woods, move as two parts of one”
3) Temporal sequence
Datum 03, in this statementI crouch down and take her
icy hands, which clutch mine like vises. Clause relation by the
use ‘and’ is temporal sequence which in the part of cognitive
relation. There are two actions which happen the first action is
crouch down and then take her hands. Therefore the first action is
happen because will any the second action.
Datum 06, in this statement “For stealing food. We had to
restrain them after an altercation over some bread,’’ Clause
relation creates by the occurrence of “after” in the statement is
cognitive relation specifically temporal sequence. There are two
conditions which happen in different time. Altercation over some
bread is happened in preceding time and we had to restrain them is
happened later.
Datum 12, in the statement Gale sits next to me and puts
an arm around my shoulder.Clause relation interpreted by the use
of simple additive conjunction “and” is temporal sequence which
happen. The first action is “Gale sits next to me” and the second
action is “puts an arm around my shoulder.”
Datum 15, in this statement I tug up my sleeve and hold
my arm next to his. Clause relation created by the use of simple
additive conjunction “and” is temporal sequence which in the part
of cognitive relation. There are two actions which happen, the first
action is “I tug up my sleeve” and the second action is “hold my
arm next to his”
Datum 23, in this statementI stretch out on my bed, and a
shaft of afternoon sunlight plays on my face. The next thing I
know, my sister is waking me for 18:00-reflection.Clause relation
formed by the use of this conjunction is cognitive relation,
especially temporal sequence. There are two events which happen,
the first event is “I stretch out on my bed” and then some the time
happen the second event is “I wake up for 18:00-reflection.
Datum 26, in this statement The president allows allows a
few moment of unrest, and then continues in her brisk fashion.
Clause relation formed by the use of this conjunction is cognitive
relation, specifically temporal sequence. It showed link first
45
b. Matching relation
1) Contrast
Datum 01, in this statement On seeing me, Flavius and
Octavia shrink back against the tiled walls like they’re
anticipating an attack, even though I have never hurt them.
Clause relation formed by the use of “though” is matching contrast.
The contrast is “they shrink back against the tiled walls like they’re
anticipating an attack whereas my manner never hurt them.”
Datum 11, in this statement, My mother was welcome into
the hospital, but she’s viewed as more of a nurse than a doctor.
Matching contrast give signal that the statement is contrast. It is
explain that the first statement is in the hospital, my mother is a
doctor but the people is viewed a nurse.
Datum 13, in this statement Plutarch and Fulvia take the
bench across from us but don’t offer any comments on the state
of my prep team. Clause relation created by the use of ‘but’ is
matching contrast. It contrast is they take the bench across and
don’t offer any comment….
Datum 20, in this statement I open my eyes to see if he’s
joking, but he’s frowning down at the rabbit he’s skinning.
Clause relation created by the use of “but” is contrast which in the
part matching relation. It contrast between he’s joking and he’s
Datum 22, in this statement Neither of us talks on the way
back, but once we’re inside the gate, I think of something else.
Clause relation created by the use of “but” is contrast which in the
part matching relation. It contrast between the both statement, the
first statement is “we don’t talk on the street” and the second
statement is “I think of something in the gate”
2) Equivalence
Datum 05, in this statement ’’There’s something in his
voice that makes me believe him, and the pallor on Fulvia’s face
confirms it.Clause relation by the use “and” is equivalence which
in the part matching relation. Where the first statement “believe
that there is something in his voice” then clarify the next statement
that “confirm again there is something in his voice”
Datum 21, in this statement I ignore his offer of a hand up
and get to my feet usteadily. “Fine.”Clause relation created by the
use of ‘and’ is matching relation. It equivalence because the both
statement to interpret that “without help, I can stand up alone”.
c. Logical structure
Problem solution
In Datum 09, in this statement I can’t get Octavia to
uncover her face, but she lefts it slightly. The shackles on her
wrists shift down a few inches, revealing raw sores beneath them.
47
them. Clause relation created by the use of “but” is logical
structure. It problem is “I can’t get Octavia to uncover her face, but
she lefts it slightly” and the solution is “I’m bringing you to my
48
This chapter provided conclusions and suggestions. After analyzing the
Suzanne Collins’s novel “Mockingjay” the writer makes some conclusions and
suggestions as follows:
A. Conclusions
Based on the analyzing of data on the discussion of clause relation
formed by conjunction in Suzanne Collins’s novel “Mockingjay”, the
researcher concluded that:
1. In Suzanne Collins’s “Mockingjay” the writer found four types of
conjunction that is additive (and), adversative (but, thought, only), causal
(because, so), and temporal (and then or then, before, next). It can be seen
by the classification of each type of conjunctions occur in the text.
2. After the writer analyzed all data the writer got all type of clause relation
formed by the conjunction occur in the text such as 10 cause-consequence,
2 instrument-achievement and 6 temporal sequence which the part of
cognitive relation, 5 contrast, 2 equivalence which the part of matching
relation and 1 problem solution which the part of logical structure.
However, the result of analyzed types of clause relation formed by
conjunction cause-consequence and temporal sequence are dominated in
49
B. Suggestions
Based on the conclusion above, the writer would like to give some suggestions
for the other people especially for student, as follows
1. The writer suggested the readers to improve their comprehension or
understanding about one of cohesive devices namely conjunction which
used as a sign of the relation between segments in the text.
2. The reader should know that everyone is able to analyze clause relation
occur in the text
3. The teacher should give the students more knowledge about clause relation
approach in the text. So, the student can be easily the way to analyze the
50
Brown, Gillian and George Yule. 1984. Discourse Analysis. London: Cambridge Universitas.Press.
Cook, Guy. 1990. Discourse. Oxford: Oxford University Press
Cramer, at. al. 1984. Language Structure in Use. Illinois: Scott, Fores man and Company.
Crombie, Winnifred. 1985. Process and Relation in Discourse and Language Learning. Oxford University Press.
Crystal, D. 1992. Introducing Linguistics. Harlow: Penguin.
Gee, J. P. 2005. An Introduction to Discourse Analysis. London, New York: Routledge.
Gusmiadirrahman. 1997. A Clause Relation Analysis of John Keat’s Selected Poems. Makassar. Thesis.
Halliday, M. A. K and Ruqaiya Hasan. 1984. Cohesion in English. London: Longman
Hardie, Ronald. G. 1994. English Grammar. London: Harper Collins Publishers.
Hoey, Michael. 1983. On the Surface of Discourse. London: George Allen and Unwin
Linda, A. Wood and Rolf O. Kroger. 2000. Doing Discourse. California; Sage Publication, Inc.
McCarthy, Michael. 1991. Discourse Analysis for Language Teachers. New York: Cambridge University Press.
Nababan, P. W. J. 1991. Ilmu Pragmatik: Teori dan Penerapannya. Jakarta: Direktorat Jenderal pendidikan Tinggi, Departemen Pendidikan dan Kebudayaan.
51
Neuburger, Thomas. R. 1986. Foundation Building Sentence Skill Second Edition. Boston: Houghton Mifflin Company.
Short, Mick. 1999. Exploring the Language of Poems, Plays, Prose. London: Longman.
Stubbs, Michael. 1987. Discourse Analysis: Sociolinguistic Analysis of Natural Language. Oxford: Basil Blackwell.
52
Belopa, Luwu Regency, on April 04 1990. He has been grown up in the simple family. As his father, Alm. Baso is a farmer and his mother, Nursani is an entrepreneur. He is second from four sisters, Patima Baso SE, Nurkaya Baso, Nurhabiba Baso and Ayu Indah Sari Baso
He started his education in SDN 229 Lamunre, Kec. Belopa Utara Luwu regency and graduated in 2002. He continued his study in junior high school in SMPN 1 Belopa and graduated in 2004-2005. And then he continued his study in senior high school in SMUN 2 Belopa, Kec. Belopa Utara Luwu regency and graduated 2007-2008. After graduate in senior high school, he stopped study during a year.
